OPINIONS

Putting our words to work: rethinking Teacher Talking Time
English Language Teaching loves a good acronym. There’s ELT to begin with and then, of course, there’s EFL – English
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Putting your principles into practice: lexical teaching in the age of eclecticism
Eclectic or just confused? As teachers, we’re often told that we’re now living in a post-method world and that we
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From student writer to subject authority: a social semiotic approach to EAP
In this post, I shall be proposing that an exploration of the positioning of writers within texts, coupled with an
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Teaching deaf, hard of hearing and visually impaired students
As someone who spends a fair amount of time meeting and working with teachers in different contexts, I get asked
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Grammar nonsense 6: future forms
“It is a truth universally acknowledged that EFL students attending a class must be in want of a good grammar
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Complicating the coursebook debate: part 4
In this post, I’m going to look at how I would use the material from Outcomes Intermediate that I mentioned
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On the over-use of concept-checking questions: part 2
I recently wrote a post outlining why I’m not a fan of using concept-checking questions – CCQs – when dealing
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On the over-use of concept-checking questions: part 1
There aren’t many things that I think should be comprehensively banned from EFL classrooms, but the use of closed CCQs
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Something better change: taking a stand against gender bias in ELT
Earlier this year I spoke at the very first International Language Symposium in Brno, the second-biggest city in the Czech
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Grammar nonsense 5 (and some curiosities): indirect questions
I can’t quite decide if the EFL view of indirect questions is pure foolishness or more a question of a
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